Resumen Objetivo: Investigar la correlación entre la calcificación aórtica abdominal (AAC) y las alteraciones urinarias metabólicas subyacentes en formadores de litiasis (SF). Métodos: Pacientes con perfil metabólico urinario de 24 hrs y tomografía computarizada fueron incluidos. Se utilizó el índice de Kauppila (KS) para el análisis cuantitativo de las AAC; y se recabaron datos clínicos y características del lito. Se empleó la prueba de correlación de Spearman. Resultados: Se incluyeron 54 pacientes, con media de edad de 46.4±11.2, 75.9% fueron mujeres y el 59.3% tuvo AAC. La hipertensión y las AAC estuvieron asociadas (p=0.026), y el KS fue mayor en pacientes hipertensos. La hipocitraturia (98.1%) e hipercalciuria (16.7%) fueron las alteraciones urinarias más frecuentes, pero no se relacionaron con las AAC (p>0.05). El perfil metabólico urinario, pruebas bioquímicas, dureza y carga litiásica y el índice de masa corporal no presentaron correlación con el KS (p>0.05). Limitaciones del estudio: El trabajo cursa con limitaciones tal como la naturaleza retrospectiva, una muestra pequeña y la falta evaluación automatizada de las calcificaciones en la aorta abdominal. Conclusión: El vínculo entre las enfermedades cardiovasculares y la litiasis renal necesita ser aclarado. Nuestros resultados contrastan con los poco reportados en la literatura, ya que no encontramos correlación entre las AAC y las alteraciones metabólicas urinarias SF.

Abstract Objective: To investigate the correlations between abdominal aortic calcifications (AAC) and the underlying urinary metabolic abnormalities in stone-formers (SF). Methods: Patients with a 24 h urinary panel and computed tomography scan were included. The Kauppila Score (KS) was used to quantitatively assess AAC; clinical data and stone information were also recorded. The Spearman correlation was utilized. Results: A total of 54 patients were included, the mean age was 46.4±11.2, 75.9% were female, and 59.3% had AAC. Hypertension and AAC were associated (p=0.026), and the KS was higher in patients with hypertension. Hypocitraturia (98.1%) and hypercalciuria (16.7%) were the most frequent urinary abnormalities, but they were unrelated to AAC (p>0.05). The 24 urinary panel, blood biochemistry, stone burden and hardness, and body mass index were not correlated to the KS (p>0.05). Limitations: This work had the following limitations: its retrospective nature, a relatively small sample, and the lack of an automated informatics-based assessment of AAC. Conclusion: The link between cardiovascular diseases and kidney stones is still to be elucidated. Our finding differs from the other few studies reported on the literature, as no correlation was found between AAC and the urinary metabolic abnormalities in SF.

Abstract Percutaneous nephrolithotomy is the treatment of choice for staghorn stones and large kidney stones (bigger than 2 cm). Percutaneous renal access can be achieved, whether guided by ultrasound or fluoroscopy. The method of choice depends on training and personal preference. Ultrasound has various strengths as an intervention tool and several advantages over fluoroscopy: it is easily available, portable, relatively inexpensive, and there is no radiation exposure. Even though the skilled use of those techniques involves a learning curve, employing them can result in lower radiation exposure to the patients, urologist, and medical assistants, when performing percutaneous nephrolithotomy. Objectives: To describe the surgical technique and the clinical characteristics of the patients that underwent percutaneous nephrolithotomy, with ultrasound-guided renal access, at the Hospital Regional De Alta Especialidad de la Península de Yucatán, within the time frame of January 2019 and January 2021. Materials and methods: A retrospective, descriptive, observational study was carried out utilizing the medical files of 22 patients diagnosed with kidney stones and corroborated through tomography that underwent percutaneous nephrolithotomy with ultrasound-guided puncture. Results: Twenty-two percutaneous nephrolithotomies with ultrasound-guided renal access were performed within the time frame of January 2019 and January 2021. A total of 72.7% of the patients were women and 27.3% were men. Fifty percent of the patients were obese, 68.2% had an ASA 2 anesthetic risk, 22.7% an ASA 3, and 9.1% (2) an ASA 1. According to the Guy’s Stone Score, 40.9% of the patients had grade III stones and 27.3% had grade IV. Among the surgical characteristics: the tract was established by an endourology fellow in 45.5% of the patients, by an R5 in 22.7%, an R4 in 9.1%, and by an endourology staff physician in 22.7%. A total of 45.5% of the patients required one puncture, 5 patients required two, 5 patients required three, one patient required four, and one patient required more than five punctures. Tract creation was successful in 95.5% of the patients and failed in only one. Puncture was carried out employing the Valdivia/Galdakao position in 90.0% (20) of the patients and the prone position in 9.1%. A single tract was established in 95.5%. Conclusions: Ultrasound-guided access for percutaneous nephrolithotomy is a safe, effective, radiation-free, and low-cost technique that can be used at any hospital. The technique requires structured training, which should begin at the residency level.

Resumen La nefrolitotomía percutánea (NLPC) es el tratamiento de elección para litos coraliformes y cálculos renales grandes (mayores de 2 cm). El acceso renal percutáneo se puede lograr ya sea guiado por ultrasonido o fluoroscopia. El método de elección depende de la formación y las preferencias personales. El ultrasonido tiene varias fortalezas como herramienta de intervención y ofrece varias ventajas sobre la fluoroscopía: es fácilmente disponible, portátil, relativamente barato, así como la reducción de la exposición a la radiación. Si bien existe una curva de aprendizaje para dominar estas técnicas, su adopción puede conducir a una menor exposición a la radiación para los pacientes, urólogos y proveedores de servicios de salud auxiliares al realizar la nefrolitotomía percutánea. Objetivos: Describir la técnica quirúrgica, así como las características clínicas de los pacientes sometidos a nefrolitotomía percutánea con acceso renal guiado por USG en el Hospital Regional De Alta Especialidad de la Península de Yucatán en el periodo de enero 2019 a enero del 2021. Material y método: Se realizó un estudio observacional, retrospectivo, descriptivo, de los expedientes clínicos de un total de 22 pacientes con diagnóstico litiasis renal corroborado por estudio de tomografía, sometidos a NLPC con punción guiada por ultrasonido. Resultados: Se realizaron un total de 22 NLPC con acceso renal guiado por ultrasonido en el periodo de enero 2019 a enero 2021. El 72.7% de los pacientes fueron del sexo femenino y 27.3% del sexo masculino. El 50% tenían obesidad. El 68.2% pertenecían a la clasificación de riesgo anestésico ASA 2, el 22.7% ASA 3 y 9.1% (2) ASA 1. Dentro de las características del lito de acuerdo con la clasificación de GUY Stone Score, el 40.9% contaban con un GUY III y el 27.3% contaban con un GUY IV. Dentro de las características quirúrgicas: el tracto fue realizado en el 45.5 por un fellow de endourología, en el 22.7% por R5, 9.1% por R4 y 22.7% por médico adscrito de endourología. En cuanto al número de punciones, el 45.5% solamente requirieron una punción. 5 pacientes 2, 5 pacientes 3, 1 paciente 4 punciones y 1 paciente más 5 punciones; En el 95.5% el tracto fue exitoso, únicamente en un paciente el tracto fue fallido. La punción se realizó en posición de Valdivia/Galdakao en el 90.0% (20) y en posición prono en el 9.1%. El número de tractos realizados fue unitracto en el 95.5%. Conclusiones: El acceso guiado por ultrasonido para la nefrolitotomía percutánea (NLPC) es una técnica segura, efectiva, libre de radiación y de bajo costo que puede ser utilizada en cualquier hospital. Esta técnica requiere de entrenamiento estructurado el cual debe comenzar desde la residencia.

Abstract This study seeks to present the theoretical and methodological foundations for the design and implementation of a curriculum aimed at developing social and emotional skills in preschools in a Latin American context. It lays down the reasons justifying the inclusion of a social-emotional development program in the preschool curriculum, the theoretical foundations underpinning the importance of teaching this aspect of child psychological development, and the findings of empirical studies conducted in a Hispanic and Latin American context. The work concludes by offering theoretically and methodologically grounded guidelines for the implementation of a curriculum that includes teaching social and emotional competence in Latin American preschools.

Resumen El trabajo tiene como objetivo exponer los fundamentos teóricos y metodológicos para diseñar e implementar un currículum encaminado al desarrollo de habilidades sociales y emocionales dentro de las escuelas preescolares del contexto latinoamericano. Se señalan las razones que justifican la incorporación de un programa de desarrollo socioemocional en el currículum preescolar, las bases teóricas que fundamentan la importancia de la enseñanza de esta área de desarrollo psicológico infantil, así como los hallazgos de investigaciones empíricas realizadas en el contexto hispano y latinoamericano. Se concluye con la exposición de los lineamientos para la implementación de un currículum que abarque la enseñanza de la competencia social y emocional en escuelas preescolares latinoamericanas, fundamentados a nivel teórico y metodológico.

ABSTRACT Abstract: Overactive bladder syndrome is one of the lower urinary tract dysfunctions with the highest number of scientific publications over the past two decades. This shows the growing interest in better understanding this syndrome, which gathers symptoms of urinary urgency and increased daytime and nighttime voiding frequency, with or without urinary incontinence and results in a negative impact on the quality of life of approximately one out of six individuals – including both genders and almost all age groups. The possibility of establishing the diagnosis just from clinical data made patients' access to specialized care easier. Physiotherapy resources have been incorporated into the urological daily practice. A number of more selective antimuscarinic drugs with consequent lower adverse event rates were released. Recently, a new class of oral drugs, beta-adrenergic agonists has become part of the armamentarium for Overactive Bladder. Botulinum toxin injections in the bladder and sacral neuromodulation are routine modalities of treatment for refractory cases. During the 1st Latin-American Consultation on Overactive Bladder, a comprehensive review of the literature related to the evolution of the concept, epidemiology, diagnosis, and management was conducted. This text corresponds to the first part of the review Overactive Bladder 18-years.

ABSTRACT Traditionally, the treatment of overactive bladder syndrome has been based on the use of oral medications with the purpose of reestablishing the detrusor stability. The recent better understanding of the urothelial physiology fostered conceptual changes, and the oral anticholinergics – pillars of the overactive bladder pharmacotherapy – started to be not only recognized for their properties of inhibiting the detrusor contractile activity, but also their action on the bladder afference, and therefore, on the reduction of the symptoms that constitute the syndrome. Beta-adrenergic agonists, which were recently added to the list of drugs for the treatment of overactive bladder, still wait for a definitive positioning – as either a second-line therapy or an adjuvant to oral anticholinergics. Conservative treatment failure, whether due to unsatisfactory results or the presence of adverse side effects, define it as refractory overactive bladder. In this context, the intravesical injection of botulinum toxin type A emerged as an effective option for the existing gap between the primary measures and more complex procedures such as bladder augmentation. Sacral neuromodulation, described three decades ago, had its indication reinforced in this overactive bladder era. Likewise, the electric stimulation of the tibial nerve is now a minimally invasive alternative to treat those with refractory overactive bladder. The results of the systematic literature review on the oral pharmacological treatment and the treatment of refractory overactive bladder gave rise to this second part of the review article Overactive Bladder – 18 years, prepared during the 1st Latin-American Consultation on Overactive Bladder.

The emergent literacy perspective asserts that preschool children develop a range of pre-academic and language skills that bring on formal literacy learning. It has been proven that parents and teachers can promote these skills through their literacy practices conducted with children during joint activities such as reading stories and playing with puppets. In turn, behavioral psychology provides a set of techniques that enable the implementation of workshops for teachers. The aim of this study was to test the effectiveness of a behavioral program aimed at preschool teachers to train them in the performance of activities and strategies to promote students' language and pre-academic skills related to early literacy. The participants were four teachers of preschool public schools located in low socio-cultural areas. Three teachers participated in the program and one served as control. There were three testing sessions (pre test, post test and follow up) and seven intervention sessions. The results showed that the program was effective in developing some literacy practices in the teachers. The greatest effects were observed in the shared storybook reading activity. The results and limitations of the study are discussed. Some suggestions are proposed for future programs.

La perspectiva de alfabetización inicial sustenta que los niños preescolares desarrollan habilidades lingüísticas y pre académicas que favorecen el aprendizaje de la lecto-escritura formal. Se ha probado que padres y profesores pueden promover estas habilidades, al realizar prácticas alfabetizadoras con los niños durante actividades como la lectura conjunta de cuentos y el juego con títeres de guante. Por su parte, la psicología conductual aporta un conjunto de técnicas que hacen posible la implementación de talleres dirigidos a profesores. El objetivo del presente estudio fue probar la efectividad de un programa conductual dirigido a profesoras de preescolar, para capacitarlas en la realización de actividades y estrategias encaminadas a promover en sus alumnos habilidades lingüísticas y preacadémicas relacionadas con la alfabetización inicial. Participaron cuatro profesoras de escuelas públicas preescolares, en zonas de bajo nivel sociocultural; tres recibieron el programa y otra fungió como control. Se realizaron tres sesiones de evaluación (pre test, post test y seguimiento) y siete sesiones de intervención. Los resultados mostraron la eficacia del programa para desarrollar algunas prácticas alfabetizadoras en las profesoras. Los mayores efectos se observaron en la actividad de lectura conjunta de cuentos. Se discuten los resultados y limitaciones del estudio, y se derivan sugerencias para programas futuros.

El objetivo del presente estudio fue probar la efectividad de un programa conductual (taller) dirigido a madres de familia de estrato sociocultural bajo, para capacitarlas en la realización de actividades y estrategias para promover en sus hijos preescolares habilidades lingüísticas y preacadémicas relacionadas con la alfabetización inicial. El programa se enfocó en dos contextos específicos de interacción: la lectura conjunta de cuentos y el juego con títeres. Participaron 20 madres, con prácticas alfabetizadoras limitadas, cuyos hijos preescolares mostraron pocas habilidades preacadémicas y lingüísticas. Diez madres conformaron el Grupo Experimental, recibiendo el programa de intervención y otras diez fungieron como Grupo Control. Se realizaron tres sesiones de evaluación (pre test, post test y seguimiento) y siete sesiones de intervención. El programa se aplicó de manera grupal y se utilizaron técnicas de exposición oral, discusión en grupo, modelamiento, juego de roles, retroalimentación y práctica reforzada. Los resultados mostraron que el programa fue eficaz para desarrollar algunas de las prácticas alfabetizadoras en las madres. Los mayores efectos se observaron en el contexto interactivo de lectura conjunta de cuentos. Se discuten los resultados y limitaciones del estudio, y se derivan algunas sugerencias para programas futuros.

The aim of this study was to test the effectiveness of a behavioral program aimed to mothers from low socio-cultural background in order to train them in conducting activities and strategies to promote language and pre-academic skills related to early literacy in their preschool children. The program was carried out focusing on two interactive contexts: joint reading of stories and puppet play. 20 women participated, with limited literacy practices whose preschool children showed low levels in pre-academic and linguistic skills. 10 mothers formed the experimental group, receiving the intervention program and 10 served as control group. There were three testing sessions (pretest, post-test and follow-up) and seven intervention sessions. The program was implemented in a group mode and it used techniques such as oral presentation, group discussion, modeling, role playing, feedback and reinforced practice. Results showed that the program was effective in developing some of the literacy practices in mothers. The main effects were observed in the interactive context of joint reading of stories. The results and limitations of the study are discussed and some recommendations are given for future programs.

O objetivo do presente estudo foi provar a efetividade de um programa condutual (oficina) dirigido a mães de família de classe sociocultural baixa, para capacitá-las na realização de atividades e estratégias para promover em seus filhos pré-escolares habilidades linguísticas e pré-acadêmicas relacionadas com a alfabetização inicial. O programa enfocou-se em dois contextos específicos de interação: a leitura conjunta de contos e brincadeiras com marionetes. Participaram 20 mães, com práticas alfabetizadoras limitadas, cujos filhos pré-escolares mostraram poucas habilidades pré-acadêmicas e linguísticas. Dez mãe formaram o Grupo Experimental, recebendo o programa de intervenção e outras dez participaram como Grupo de Controle. Realizaram-se três sessões de avaliação (pré-teste, pós-teste e acompanhamento) e sete sessões de intervenção. O programa foi aplicado de maneira grupal e se utilizaram técnicas de exposição oral, discussão em grupo, modelagem, jogo de papéis, retroalimentação e prática reforçada. Os resultados mostraram que o programa foi eficaz para desenvolver algumas das práticas alfabetizadoras nas mães. Os maiores efeitos foram observados no contexto interativo de leitura conjunta de contos. Discutemse os resultados e limitações do estudo, e se derivam algumas sugestões para programas futuros.

This paper analyzes the relations between children's initial aptitude levels in pre-academic and linguistic skills, and their academic progress during the first grade. A comparison was made of the results of a series of evaluations of 156 first-graders in four public schools in a neighborhood with a low socio-cultural level, in a municipality of Estado de México. To analyze progress and performance, thirty students were selected: ten with high academic results, ten with average results, and ten with low results. The students who attained a high skill level by the end of the school year were those who showed an initial level that was average to high, and who entered elementary school with literacy skills of an average to high level. Students enrolling with low levels of aptitude reached only low or average levels in their final academic performance.

Este trabajo analiza las relaciones que guardan los niveles de aptitud inicial mostrados por los niños, en habilidades preacadémicas y lingüísticas, y sus avances académicos a lo largo del primer grado de primaria. Se compararon los resultados de una serie de evaluaciones aplicadas a 156 niños de primer grado, de cuatro escuelas públicas de una colonia de nivel sociocultural bajo, de un municipio del Estado de México; para analizar su avance y desempeño se eligieron los 10 alumnos con mejores resultados académicos, 10 de nivel medio y 10 de bajo. Resultando que quienes lograron un nivel alto en habilidades al final del ciclo escolar fueron quienes mostraron un nivel inicial entre medio y alto, y que ingresaron a la primaria con un desarrollo previo de habilidades lecto-escritoras entre medio y alto. Los que ingresaron con bajos niveles de aptitud sólo alcanzaron niveles bajos o medios en su desempeño académico final.

La temática abordada es la calidad de la educación básica en México. Con el propósito de dar cuenta del proceso de desarrollo de diversas habilidades matemáticas en alumnos de primer grado de primaria, se realizó un estudio longitudinal en el cual participaron 169 alumnos de estrato sociocultural bajo. Se aplicó un instrumento referido a criterio y basado en análisis de tareas, que permitió analizar los aciertos y errores a lo largo del ciclo escolar 2004-2005. Los resultados indican que los alumnos ingresaron con deficiencias preacadémicas, que se desarrollaron algunas habilidades, pero que los niveles de aptitud matemática fueron bajos al finalizar el curso. Se discuten las implicaciones de los resultados y se proponen alternativas para la educación, basadas en el modelo conductual de desarrollo psicológico.

In this paper, the quality of primary education in Mexico is dealt with A longitudinal study was carried out with the aim of analyzing the process of development for various mathematical skills with first grade students; 169 students from a low social and cultural stratum participated. An instrument referred to criteria and based on task analysis was used to analyze the errors and the correct responses throughout the 2004-2005 school year Results show that students had enrolled with previous academic deficiencies and developed some skills; however, the levels of mathematical skills were still low at the end of the school term. The implications of these results are discussed and some alternatives for education based on a behavioural model of psychological development are proposed.

Neste artigo, é examinada a qualidade do ensino primária em México. Para dar conta do processo de desenvolvimento de várias habilidades matemáticas nos alunos do primeiro grau de ensino primária, foi realizado um estudo longitudinal em que participaram 169 alunos de estrato sociocultural baixo. Foi aplicado um instrumento referido a critério e baseado em análise de tarefas, que possibilitou a análise de acertos e erros durante o ciclo escolar 2004-2005. Os resultados sinalam que os alunos tenham deficiências pré-acadêmicas, que desenvolveram algumas habilidades, mais que os níveis de aptitude matemática foram baixos ao final do curso. São discutidas as implicações dos resultados e são propostas alternativas para a educação, baseadas no modelo condutista de desenvolvimento psicológico.